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PRINCETON,     N.     J. 


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Diviiii  n . 
Section  ... 
N'ufnl.  r. 


iaiMi-w.  .L 


/•   <e  <^  if  ^  t. 


A  L.ECTURE 

ON 

A  SCHOOL.  SYSTEM  FOR  1^EW•^IERSEY. 

DELIVERED,  JANUARY  23,   1828,  IN  THE  CHAPEL  OF 

NASSAU-HALL, 

BEFORE  THB 

Ultttaxs  atii3f  ^f^ilomn^Utnl  Society 

OF 

NEW-JERSEY. 


BY  JOHN  MACLEAN,  A.  M. 

Mtinber  of  said  Sociely,  and  Professor  of  Mathemalus  in  (he  College 
of  JYewJersey. 


PRINCETON  PRESSj 

COMNOIiLY   &   MADD£ir,  FRINTERg. 

1829. 


In  accordance  with  the  advice  of  several  of  his  friends,  the  author,  of 
the  following  lecture,  determined  to  puJdish  it  soon  after  it  was  read 
to  the  JV.  J.  Lit.  and  Phil.  Society  ; — but  from  a  variety  of  circum- 
stances,  which  it  is  unnecessary  to  detail,  he  has  been  obliged  to  defer 
its  publication.  While  he  rejoices,  that  the  present  earnest  desire  of  the 
citizens  of  J^ew- Jersey  to  have  an  efficient  school  system,  and  the  ardour 
with  which  the  State  Legislature  has  entered  upon  the  consideration  of 
the  subject,  render  the  publication  a  matter  of  less  moment,  than  it  would 
have  been  twelve  months  ago ;  still  he  entertains  the  hope,  that  it  will 
not  be  entirely  useless. 


L.ECTURE, 


Mr.  President, 

a}}d  Gentlemen  of  the  Society/ : 

The  subject  of  the  following  lecture  is  "a  School  System 
for  New-Jersey. " 

In  the  discussion  of  this  topic,  I  shall  take  for  granted 
the  importance  of  a  general  diffusion  of  knowledge.  To 
argue  this  point  before  an  enlightened  and  liberal  minded 
audience,  must  surely  be  unnecessary.  It  therefore  only 
remains  for  me  to  show  in  what  way  the  resources  of  the 
State  may  be  so  employed  as  to  best  secure  to  our  citizens 
the  blessings  of  a  good  education. 

By  a  good  education,  we  mean  one  adapted  to  the  condi- 
tion and  necessities  of  man,  and  such  an  one  as  will  qualify 
him  for  discharging  the  duties  that  arise  from  the  various 
relations,  which  he  sustains  to  society.  As  it  respects  most 
men,  entensive  knowledge  is  not  essential  for  this  purpose. 
The  range  of  their  duties  is  limited,  and  an  amount  of  know- 
ledge sufficient  to  make  them  acquainted  with  their  responsi- 
bility to  God,  and  with  their  obligations  to  love  and  serve 
him,  sufficient  to  enable  them  to  transact  their  ordinary 
business  with  convenience,  and  finally,  to  exercise  with  un- 
derstanding their  elective  franchise,  is  all  that  is  essential  to 
the  well  being  of  the  large  majority  of  men.  We  would  by  no 
means,  however,  be  understood  to  say,  that  extensive  know- 
ledge would  be  of  no  use  to  all,  or  that  it  is  not  desirable  for 


all,  but  merely  that  withont  such  knowledge,  the  oflices  of 
civil  society  may  be  well  regulated,  and  the  blessing  of  liberty, 
peace  and  prosperity  secured.  But  without  a  general  difFii- 
sion  of  knowledge,  we  do  believe  that  there  is  no  pcimanent 
security  for  our  property,  our  hberty,  or  even  our  lives ; 
and  the  more  extensive  this  diffusion  the  better,  provided  it 
be  of  the  right  kind  and  properly  given.  It  must  include 
both  moral  and  intellectual  improvement — to  neglect  either, 
and  especially  the  first,  renders  education  defective :  and 
if,  in  the  imparting  of  knowledge,  the  attention  be  confined  to 
the  latter,  we  must  admit,  that  knowledge  may  become  more 
injurious  to  society  than  ignorance ;  for  the  most  powerful 
incentives  to  virtuous  conduct  being  removed,  as  well  as  the 
strongest  barriers  against  vice,  and  an  additional  ability  to 
do  evil,  being  acquired  by  intellectual  culture,  we  have  rea- 
son to  fear  that  men  would,  under  such  circumstances,  per- 
vert their  talents,  and  employ  them  for  evil  rather  than  good. 
For  we  see,  that  men  possessed  of  well  finished  and  highly 
cultivated  minds,  but  regardless  of  all  moral  obligation,  are 
the  greatest  curses  to  the  communities  of  which  they  are 
members,  and  are  vastly  more  injurious  to  civil  society,  than 
they  would  have  been  without  such  great  learning  and 
mental  refinement. 

It  is  true,  that  the  inculcating  of  moral  sentiments,  does 
not  always  prevent  a  perversion  of  knowledge,  yet  the  entire 
want  of  such  instruction,  is  always  attended  with  evil ;  and 
moral  instruction  is  generally  effectual  in  restraining  the 
vicious  propensities  of  man,  and  in  prompting  him  to  virtu- 
ous actions.  Instruction,  moreover,  must  not  only  be  of  the 
right  kind,  but  it  must  be  properly  given.  The  precepts  of 
religion  and  morality  may  be  so  delivered  as  to  be  produc- 
tive of  more  mischief  than  good.  If  delivered  by  one  whose 
own  deportment  is  utterly  inconsistent  with  the  rules,  which 
he  gives  to  his  pupils,  it  is  plain,  that  they  will  seldom,  if 
ever,  exert  a  salutary  influence  on  the  minds  of  those  who 


Teccive  them.  If  they  are  given  in  a  manner  evidently 
indicative  of  a  want  of  interest  in  the  truths  inculcated,  they 
must  lose  much  of  their  natural  force.  If,  on  the  contrary, 
the  life  of  the  teacher  corresponds  with  his  instructions,  if 
the  diligence  and  the  earnestness  with  which  he  urges,  upon 
the  minds  and  consciences  of  his  pupils,  the  obhgations  of 
virtue  and  religion,  bear  witness  to  his  sincerity,  we  may  look 
for  the  happiest  result  from  such  a  course  of  instruction. 
We  do  not  mean  to  assert  that  no  man  should  be  employed 
as  a  teacher  of  youth,  who  is  not  a  pious  man,  though  at  the 
same  time  we  do  believe,  that  it  is  greatly  to  be  desired  that 
all  persons  concerned  in  teaching  should  be  men  that  fear 
God,  and  who,  in  all  their  instructions,  have  reference  to  his 
glory ;  and  we  do  firmly  maintain,  that  no  man  ought  to  be 
employed  as  an  instructor  of  youth,  who  is  not  a  person  of 
an  excellent  moral  character;  and  we  should  consider  that 
state  to  be  grossly  negligent  of  its  duty,  which  would  suffer 
a  person  of  immoral  habits  to  instruct  in  its  public  schools  ; 
and  we  would  regard  those  parents  greatly  wanting  in  duty 
to  their  children,  who  would  permit  them  to  frequent  a 
school  under  the  control  of  an  infidel  or  profligate. 

We  are  fully  aware,  that  it  would  be  exceedingly  difficult, 
if  not  impossible,  for  those  executive  officers  of  government, 
who  may  be  entrusted  with  the  direction  of  the  public 
schools,  to  regulate  the  nature  and  extent  of  the  religious 
instruction,  which  should  be  communicated,  but  they  may 
with  ease,  and  ought  by  statute  to  be  required  to  prevent 
the  admission,  into  the  public  schools,  of  persons  who  do 
not  sustain  an  unblemished  moral  reputation.  The  nature  and 
extent  of  the  religious  and  moral  instruction,  might,  and  we 
think,  ought  to  be  left  to  the  discretion  of  the  people,  in  the 
several  districts.  There  should  in  no  case,  be  the  least  inter- 
ference with  the  rights  of  conscience,  and  no  scholar  should 
be  required  to  attend  to  any  lesson  relating  to  morals  or  reli- 
gion, to  which  his  parents  may  be  opposed.     We  mention 


this  case,  for  it  might  occur,  that  a  person  opposed  to  Bome 
of  the  tasks  to  be  studied  by  the  pupils  of  a  school,  would, 
nevertheless,  prefer  that  his  child  should  attend  to  them 
rather  than  that  he  should  forego  the  advantages  to  be  deriv- 
ed from  the  school  in  other  respects. 

Such  being  our  views  on  this  subject,  and  believing  that 
they  can  stand  the  test  of  close  examination,  we  shall,  in  the 
system  of  commpn  schools,  which  we  are  about  to  recom- 
mend, have  a  reference  to  the  particulars  above  enumerated. 

And  as  we  believe  it  to  be  highly  important  that  some- 
thing should  be  immediately  done  in  this  important  business, 
we  shall  present  for  your  consideration  a  plan  which  may 
at  once  be  carried  into  operation  ;  and  we  shall  then  sug- 
gest such  hints  for  the  enlargement  and  improvement  of 
the  system,  as  in  our  opinion,  will  render  it  complete. 
We  shall  pursue  this  method,  for  the  obvious  reason,  that  in 
such  matters,  it  is  better  to  attempt  that  which  is  certainly 
feasible,  rather  than  that  which  is  desirable,  yet  of  doubtful 
issue.  And  in  estimating  the  practicability  of  any  scheme,  we 
must  have  reference  not  merely  to  the  physical  resources,  but 
also  to  the  views  and  feelings  of  those,  upon  whose  co-opera- 
tion, the  success  of  our  plan  must  in  a  great  measure  depend. 
However  good  a  scheme  may  be,  when  abstractly  considered, 
it  may,  in  its  practical  operation,  be  far  less  efficient  than  an- 
other not  so  good  in  itself,  but  better  adapted  to  our  prejudices 
and  to  the  state  of  society  in  general.  It  would  be  of  immense 
advantage  to  our  citizens,  if  we  could  have  at  once  a  com- 
plete and  a  well  digested  system  carried  into  active  operation, 
and  it  would  be  wise  if  the  people  would  submit  to  a  tax 
sufficient  for  the  establishment  and  support  of  such  a  system 
as  would  secure  to  their  children  the  rich  blessings  of  a 
good  education.  But  this  is  not  to  be  expected— many  do 
not  feel  its  importance — many  think  it  hard,  that  they  should 
be  taxed  for  the  good  of  their  poor  neighbours,  not  knowing, 
or  else  not  recollecting,  that  the  improvement  of  the  others 


is  a  real  benefit  to  themselves,  and  their  families ;  and  the 
ignorant,  not  aware  of  the  advantages  of  learning,  are  often 
opposed  to  the  adoption  of  schemes,  from  which  they,  more 
than  any  others  of  their  fellow-citizens,  would  derive  advan- 
tage. And  hence,  also  it  is,  that  they  are  often  unwilling  to 
pay  their  share  of  taxes  to  defray  the  expense  of  supporting 
common  schools,  even  when  by  the  payment  of  a  shilling 
they  could  obtain  for  their  children  what,  without  common 
8cbools,  could  not  be  obtained  for  a  dollar.  With  such  a 
state  of  feeling  among  our  citizens,  we  must  accommodate 
ourselves  and  our  plans  to  existing  circumstances,  and  make 
the  most  judicious  application  of  the  resources,  which  we 
have  at  command. 

The  school  fund  of  the  State  amounts  at  present 

to  about  ^200,000 

The  annual  interest  on  this  sum  is  about   g  12,000 
Add  one  tenth  of  State  tax  2,000 

Additional  appropriation  from  bank  tax,&;c.     1 ,000 


$l5fi00 


There  are  in  the  State  one  hundred  and  twenty  townships, 
which,  on  an  average,  contain  not  more  than  seventy  square 
miles,  and  of  course,  for  children  to  attend  school  with  any 
kind  of  convenience,  they  ought  not  to  be  required  to  go  more 
than  two  or  three  miles ;  and  if  the  school-house  be  at  a 
greater  distance  from  their  dwellings,  it  is  evident  that  a  large 
number  of  the  children  will  be  prevented  from  attending 
school.  Allowing  then  one  school,  for  fourteen  square  miles, 
there  ought  to  be  on  an  average  five  schools  for  each  town- 
ship, and  of  course  five  teachers  in  each  one,  to  furnish  tui- 
tion for  the  whole  year.  Total,  for  the  whole  State,  GOO 
teachers  :  now  to  distribute  the  j^  15,000  equally  among  the 
teachers,  would  be  allowing  only  ^25  to  each  one,  a  remu- 
neration altogether  inadequate  to  the  support  of  the  instruc- 


8 

ters:  at  least  eight  times  this  sum  will  be  wanted  for  the  par- 
pose.  We  are  not  to  infer,  however,  from  this  calculation, 
that  the  annual  income  from  our  school  fund  is  too  small  at 
present  to  effect  any  great  good  ;  but  only,  that  this  income  to 
be  sufficient  for  the  full  compensation  of  the  teachers,  must 
exceed  ^100,000,  the  interest  at  six  per  cent,  of  a  capital  of 
g  1,666,000,  or  at  five  per  cent,  of  ^2,000,000,  sums,  which 
it  would  require  thirty  or  forty  years  to  accumulate,  and 
which,  for  our  consolation  we  may  add,  would  probably  not 
give  U8  a  more  efficient  system  than  we  can  have  without 
them.  The  income  from  our  present  fund  cannot  immedi- 
ately effect  all  that  is  desirable,  yet  it  may  be  made  the  foun- 
dation of  a  system,  which  will  naturally  and  gradually  be 
improved.  Let  the  Legislature  grant  to  the  several  town- 
ships $'25  for  each  school  district,  on  condition,  that  the  in- 
habitants raise,  by  tax,  authorized  to  be  collected  at  their 
town  meetings,  or  by  voluntary  contributions,  ,^30  for  every 
such  district,  which,  on  an  average,  will  give  to  each  town- 
ship, for  the  purpose  of  common  schools,  J^375,  which  would 
enable  them  to  keep  a  school  in  each  district  for  four  months 
and  a  half  in  the  year,  to  which  all  might  have  access,  free  of 
expense.  The  townships  ought  also  to  have  liberty  to  tax 
themselves  to  any  amount  necessary  for  the  support  of  com- 
mon schools  throughout  the  year. 

In  the  above  estimates,  we  have  only  taken  the  average 
of  the  townships,  founded  on  their  territorial  limits,  thus 
making  the  most  favourable  supposition  as  it  respects  ex- 
pense ;  supposing,  that  by  superior  modes  of  instruction, 
a  larger  collection  of  children  may  be  taught  with  the 
same  ease  that  a  smaller  one  is,  and  at  an  expense  not"much 
greater  We  have  done  so,  for  the  purpose  of  showing 
what  is  the  least  number  of  schools  that  will  answer  for  the 
attainment  of  our  object,  viz.  the  affording,  throughout  the 
year,  to  every  child  in  the  State,  the  advantages  of  a  good 
school. 


Again,  estimating  the  population  of  the  State  at  300,000, 
the  average  number  for  each  township  will  be  2,500 :  allow- 
ing one  fourth  of  this  number,  for  the  children  between  the 
years  of  five  and  fifteen,  or  for  those  children  who  might  at- 
tend the  schools,  there  would  be  625  for  each  township. 
Now  upon  the  usual  method  of  conducting  our  schools,  there 
ought  to  be,  on  an  average,  for  each  township,  at  least  twelve 
teachers,  that  is,  one  for  every  fifty -two  scholars ;  and  even, 
if  it  were  practicable  to  introduce  into  our  schools  the  moni- 
torial system,  still  from  the  dispersed  state  of  our  popula- 
tion, there  would  be  need  of  five  teachers  in  each  township 
to  furnish  tuition  for  the  whole  year. 

Upon  the  most  favourable  supposition  then,  there  must  be 
600  teachers,  to  afford  constant  instruction  to  our  youth. 
The  expense  of  supporting  these,  ^120,000.  The  annual 
appropriation  by  the  State  Legislature  is  estimated  at 
,^15,000,  or  one  eighth  of  the  whole  sum.  It  is  evident 
then,  that  the  Legislative  aid  can  only  be  regarded  as  an 
inducement  to  self-taxation  by  the  people,  in  their  corporate 
capacities  as  townships,  and  it  can  need  but  little  argument 
to  show,  that  to  render  this  stimulus  subservient  to  the  end 
for  which  it  is  designed,  it  must  be  proportionate  to  the 
necessities  of  the  several  districts.  The  rich  and  j)opulou3 
townships  will  scarcely  need  any  thing  more  than  the  bare 
authority  to  tax  themselves.  They  do,  and  will  have  schools, 
whether  they  receive  State  patronage  or  not.  And  to  them 
it  is  merely  a  choice  with  respect  to  the  means  of  raising 
money  for  the  support  of  their  schools  ;  yet  a  small  annuity 
granted  to  them,  on  the  condition  of  their  supporting  the 
schools  by  taxation,  v/ould  probably  determine  them  as  to 
their  choice,  and  lead  to  the  more  speedy  adoption  of  a  uni- 
form system.  The  contrary  is  the  fact,  with  respect  to  the 
townships  of  sparse  population  and  of  comparatively  small 
resources:  all  the  aid,  which  the  Legislature  can  afford  them, 
will  not  be  more  than  sufficient,  to  induce  such  towns  to 

B 


10 

raise  the  sums,  requisite  for  the  support  of  the  contem- 
plated schools ;  and  simply  on  this  account,  that  it  will,  in 
general,  be  more  difficult  for  the  last  mentioned  townships 
to  raise  the  necessary  funds,  whether  you  have  respect  to 
their  wealth,  or  to  their  habits. 

For  the  support  of  this  opinion,  we  need  only  take  a  slight 
view  of  the  number  and  condition  of  the  schools  in  our 
State.  Are  not  schools  the  most  numerous  and  best  sup- 
ported, where  the  population  is  most  dense  ?  Will  any  pre- 
tend, that  Essex  is  no  better  supplied  with  the  means  of 
instruction,  than  Monmouth,  or  Burlington,  or  Gloucester  ? 
Would  it  not,  to  say  the  least,  be  highly  probable  without 
any  examination,  that  the  less  dense  the  population,  the 
more  difficult  it  would  be  for  the  inhabitants  to  supply  their 
children  with  the  means  of  education  ?  Then,  in  order  to 
afford  to  our  youth,  the  rudiments  of  a  good  education, 
we  must  proportion  our  aid  to  their  necessities ;  which  is  but 
saying,  in  other  words,  we  must  apportion  our  aid  to  the 
several  counties  and  townships  in  the  ratio  of  their  territory. 
This  method  of  distribution  will  probably  be  regarded  at  first 
sight,  as  by  no  means  equitable,  or  as  altogether  improper ; 
and  many  may  think  that  the  ratio  of  population,  or  of  taxes, 
should  be  preferred  to  the  one  proposed.  But,  in  forming 
our  opinions  upon  this  subject,  we  ought  to  bear  in  mind 
.  the  nature  of  the  object,  which  we  wish  to  effect,  and  the 
course  we  are  wont  to  pursue  in  analogous  cases. 

What  then,  should  be  the  object  of  our  State  in  rais- 
ing a  fund  for  the  purposes  of  education  ?  Should  it  not 
6e,  to  give  to  each  of  our  citizens  such  instrction  as  will 
enable  each  one  to  discharge  the  duties  devolving  upon  him, 
as  a  citizen  of  a  free  Slate,  and  as  a  rational  and  account- 
able being  ?  Is  it  not,  evidently,  the  interest  of  the  whole 
community,  that  every  individual  should  be  capable  of  dis- 
chai^ng  his  proper  offices  ?  If  the  inhabitants  of  Mon- 
n»outh,or  Burlington,  have  greater  influence  in  controlling  the 


11 

alFairs  of  the  State,  than  thoso  of  the  county  in  which  I  reside, 
is  it  not  evidently  my  interest,  that  the  inhabitants  of  those 
counties  should  be  as  well  educated,  and  on  all  matters  of 
legislation,  as  well  informed,  as  ,the  inhabitants  of  my  own 
county,  or  even  more  so.  It  is  evidently  the  part  of  wis- 
dom, to  relinquish  a  smaller  good  for  the  purpose  of  obtain- 
ing a  greater ;  and  we  should  almost  regard  it  as  a  waste  of 
time,  to  undertake  formally  to  prove,  that  it  is  for  the  interest 
of  those  counties,  in  which  schools  are  comparatively  well 
supported,  to  relinquish  what,  in  one  point  of  view,  might  be 
regarded  as  their  just  share  of  the  State  property,  for  the 
purpose  of  securing  good  elementary  schools  to  such  counties, 
as  could  not,  or  would  not,  without  a  larger  and  dispropor- 
tionate share  of  the  pubhc  funds,  support  them  in  a  proper 
marmer.  There  would  be  a  solid  objection  to  our  views,  if 
we  proposed  to  bestow  unequal  privileges,  or  greater  bene- 
tits  on  some  of  our  citizens  than  on  others,  even  if  the  more 
highly  favoured,  should  not  only  be  the  poorest,  but  also  the 
most  meritorious  of  our  fellow-citizens. 

But  this  is  not  our  object  ?  far  otherwise.  It  is  to  put 
all  on  more  of  an  equality,  and  on  an  equality  with  respect 
to  a  point,  which  it  is  of  unspeakable  importance  that  a 
nearer  approach  to  equality  should  exist.  And  in  gaining 
thia  point,  our  concern  should  not  be  so  much  to  equalise 
the  expense,  as  to  completely  to  effect  our  purpose ;  and  if 
this  purpose  can  be  the  most  fully  attained  by  pursuing  a 
particular  course,  it  ought  not  be  made  an  objection  to  it, 
tliat  a  greater  expense  will  be  incurred  in  some  cases  than 
in  others,  or  that  it  will  cost  the  State  two  or  three  times  as 
much  to  educate  her  citizens  in  one  section,  as  it  will  cost  in 
another.  In  other  matters  of  legislation,  the  apportioning  of 
the  expenditures  to  the  population  or  to  the  taxes  of  the  seve- 
ral sections  is  not  regarded  as  the  paramount  object.  It  is 
the  general  good  of  the  whole,  and  not  of  the  majority  of  a 
community,  which  should,  as  far  as  possible,  be  the  aim  of  a 


12 

State  Legislature  ;  each  member  of  such  body  should  recol- 
lect, that  he  is  not  a  member  merely  for  the  particular  coun- 
'ty  which  he  may  represent,  but  for  the  whole  State ;  and 
that  he  does,  all  circumstances  considered,  best  consult  the 
interest  of  his  own  constituents  ;  when  in  his  measures,  he 
seeks  to  promote  the  good  of  the  whole  body  politic ; — and 
we  venture  to  assert,  that  the  members  of  our  Legislature 
cannot  more  effectually  promote  the  interests  of  the  State, 
than  by  adopting  such  measures,  as  will,  in  the  shortest  possi- 
ble time,  afford  to  all  our  youth  the  means  of  obtaining  a  good 
education: — an  education,  which  will  make  them  virtuous, 
intelligent,  and  industrious  citizens.  Knowledge  sufficient 
for  this  purpose,  ought  to  be  made  as  common  as  the  air  we 
breathe ;  and  if  it  were  necessaiy  for  the  attainment  of  this 
object,  to  directly  tax  some  portions  of  the  State,  to  sup- 
port elementary  schools  in  other  parts,  we  should  not  hesi- 
tate to  recommend  and  earnestly  press  such  a  measure.  But 
fortunately  this  is  not  the  case.  Schools  in  sufficient  num- 
bers can  be  established  and  supported  without  resorting  to  it. 
Let  the  funds  already  at  the  command  of  our  State  be  so  dis- 
tributed as  to  give  aid,  apportioned  to  the  necessities  of  the 
townships,  on  the  conditions  before  specified;  and  in  case 
any  townships  refuse  or  neglect  to  raise  their  quotas  for  the 
purposes  of  education,  let  the  amount  they  would  have  re- 
ceived be  distributed  among  the  othei's ;  and  it  will  not  be 
long  before  they  all  take  those  steps,  which  may  be  neces- 
sary to  secure  their  full  shares  of  the  public  funds. 

We  are  free  to  confess,  that  we  should  not  regard  the  pro- 
posed plan  of  distribution,  as  the  best,  if  the  annual  appro- 
priation could  be  increased  to  three  or  four  times  the  sum 
proposed  ;  for  in  this  case  our  object  could  be  attained,  if  the 
distribution  should  be  made  according  to  the  population  of 
the  several  counties  and  townships  ;  or  according  to  the 
taxes  paid  by  them.  Whenever  the  fund  to  be  distributed  is 
larger  than  necessary,  for  the  mere  purpose  of  a  stimulus  to 


13 

self-taxation,  then,  by  apportioning  it  in  the  ratio  of  the 
taxes,  the  persons  who  have  contributed  most  to  the  creation 
of  the  fund,  will  derive  the  greatest  benefit  from  it,  either 
by  inducing  them  to  extend  the  course  of  instrqction  in  the 
elementary  schools,  or  else  in  a  less  important  respect,  by 
requiring  a  less  amount  of  taxes  to  be  raised  by  them — and 
similar  advantages  will  result  to  the  more  dense  population, 
if  we  make  the  density  of  population  our  guide  in  this 
matter.  Since,  however,  the  funds  at  command  are  small 
in  amount,  and  it  is  desirable  that  every  one  should  enjoy, 
to  a  certain  degree,  the  means  of  instruction ;  and  since  no 
part  of  our  State  would  be  worse  of  them  than  it  is  at 
present,  even  if  it  should  continue  to  receive  no  legislative 
aid,  we  think  that  it  should  be  regarded  by  no  one  as  a  hard- 
ship, that  the  most  destitute  should  receive  the  greatest  as- 
sistance ;  and  it  should  also  be  recollected,  that  on  our  plan, 
if  you  give  one  county  ©r  township  twice  or  thrice  as  much 
as  another,  you  also  require  it  in  order  to  obtain  the  money, 
to  raise  within  its  bounds,  two  or  three  times  the  amount 
raised  by  the  others  and  if  so,  it  is  clear,  that  the  induce- 
ment to  self-taxation  should  be  made  proportionably  strong. 
There  might  possibly  be  cases,  in  which  the  proposed  plan 
of  distribution  would  operate  with  inconvenience;'  these, 
however,  might  be  made  matters  of  special  legislation.  It 
would  indeed  be  singular,  if  a  plan  could  be  devised  for  the 
object  contemplated,  which  should  be  liable  to  no  exceptions. 
On  our  plan,  Essex  would  receive  as  little  aid  from  the 
State,  as  any  other  county,  and  if  Essex  were  not  interested 
in  the  welfare  of  the  other  counties,  she  might  be  re- 
garded as  the  greatest  sufferer;  for  if  population  were  made 
the  basis  of  our  calculations,  Essex  would  receive  the  largest 
share  of  the  fund ;  yet  if  we  entertain  not  an  erroneous  opinion 
of  her  inhabitants,  they  would  be  among  the  last  to  com- 
plain of  the  proposed  rate  of  distribution ;  they  are  already 
enjoying,  without  State  patronage,  greater  facilities  for  intel- 


14 

lectual  and  moral  instruction,  than  8omc  other  counties  would 
have,  if  they  received  all  the  avails  of  the  school  fund.  If 
the  distribution  should  be  made  according  to  the  plan  sug- 
gested, the  counties,  which  would  be  most  benefitted,  are 
Monmouth,  Burlington,  Gloucester,  Cumberland,  and  Cape- 
May;  those,  which  would  receive  the  least  aid  from  the 
State,  are  Essex,  Somerset,  and  Middlesex:  and  if  we  are 
not  mistaken,  they  need  the  least.  To  the  rest  of  the  coun- 
ties, it  is  almost  immaterial,  whether  the  annual  avails  of 
the  school  fund  be  divided  among  them,  with  a  reference 
to  their  taxes,  their  population,  or  their  territory : — and  to 
none  of  them,  can  it  make  much  difference,  whether  their 
respective  shares  be  in  proportion  to  their  taxes  or  their 
population : — for  the  taxes  of  the  several  counties  are  nearly 
in  proportion  to  the  number  of  their  inhabitants. 

If  ^15,000  should  be  disbursed  from  the  State  treasury, 
on  condition,  that  twice  this  sum  should  be  raised  by  the 
people ;  and  if  each  teacher  should  be  allowed  for  his  ser- 
vices, ^200  per  annum  j  there  could  be  supported  through- 
out the  year,  (whatever  be  the  rate  of  distribution,)  325 
schools,  even  on  the  supposition  that  nothing  more  should 
be  done  for  their  support,  than  what  might  be  necessary  to 
secure  the  patronage  of  the  Legislature.* 

If  in  the  distribution,  regard  be  had  to  the  territory,  the  same 
provision  would  supply  euch  school  district,  on  an  average, 
with  more  than  four  months  tuition ;  for  the  funds  necessary 
for  the  support  of  225  schools  for  the  space  of  a  year, 
would  be  sufficient  to  support  three  times  that  number,  or  675 
schools  for  four  months  or  one  third  of  a  year.  With  this 
number,  or  even  with  one  rather  smaller,  every  school  district 
(if  consisting  of  not  more  than  fourteen  square  miles)  might 
be  supplied  with  the  means  of  instruction  for  four  months  in 
each  year — a  time  sufficient,  if  proper  diligence  on  the  part 

*  See  Appendix,  No.  I. 


16 

of  the  teacher  and  of  the  scholars  be  used,  to  enable  nrK)st 
children  between  the  years  of  five  and  fifteen,  to  learn  to 
read,  even  if  ignorant  of  the  letters  of  the  alphabet,  when 
they  enter  school ;  if  able  to  read,  or  even  to  spell  correctly, 
when  they  enter,  most  of  them  might  be  taught  to  write ;  so 
that  in  the  course  of  a  few  years,  all  the  children,  by  a  pro- 
per improvement  of  their  time  and  opportunities,  would  be 
taught  to  read  and  write  correctly,  to  understand  the  more 
important  operations  of  arithmetic,  and  such  other  elemen- 
tary instruction  as  the  teachers  might  be  capable  of  impart- 
ing.   On  this  supposition,  it  would,  in  some  cases,  be  neces- 
sary for  the  teacher  to  change  his  residence  and  school,  two 
or  three  times  each  year ;  and  with  care  on  the  part  of  the 
proper  authorities,  this  matter  might  easily  be  regulated,  and 
a  teacher  be  engaged  for  a  year  to  give  instruction  to  all 
the  children  in  any  three  contiguous  districts,  who  might 
frequent  his  school.     And  we  doubt  not,  that  this  method 
must  be  employed,  in  many  sections  of  our  State,  partly 
from  want  of  funds,  and  partly  from  a  want  of  teachers.  And 
though  the  arrangement  is  not  so  good,  as  we  could  desire, 
yet  it  is  one,  that  is  feasible,  and  one  that  would  be  produc- 
tive of  much  good. 

Thus  far  we  have  been  speaking  of  the  almost  certain 
results  of  the  distribution  of  the  avails  of  the  school  fund,  in 
the  way,  and  on  the  conditions  before  mentioned ;  but  it 
should  be  recollected,  that,  in  the  most  populous  parts  of  the 
State,  there  are  already  many  and  flourishing  schools,  con- 
tinued throughout  the  year :  none  of  these  would  become 
paralyzed  by  the  small  aid  that  they  might  severally  receive 
from  the  State,  and  they  would  continue  to  impart  the  bless- 
ings of  education  to  their  youthful  attcpdants.  And  if  the 
several  townships  should  be  authorized  to  raise,  not  only 
double  the  amount  received  by  them,  from  the  State ;  but  any 
sum,  requisite  for  the  support  of  their  schools,  we  might  ex- 
pect to  see  new  vigour  imparted  to  such  of  our  schools  as 


are  deserving  patronage,  and  a  uniform  system  of  common 
schools  adopted.  Wherever  there  ere  good  buildings  erect- 
ed, and  suitable  persoi'a  in  them,  already  engaged  in  the 
business  of  teaching,  it  would  probably  not  be  expedient 
to  make  any  other  change  than  in  the  mode  of  payment, 
which  should  depend  not  on  the  teacher's  agreement  with 
the  parents  of  the  scholars ;  for  the  payment  should  be 
made  from  the  public  funds.  This  method  will  ensure 
punctuality  in  the  payment :  the  consequence  of  which  will 
be,  that  men  will  engage  to  teach  upon  more  moderate  terms, 
than  they  would  do,  if  there  should  exist  a  risk  of  their  losing 
any  part  of  the  promised  remuneration.  And  while  on  this 
subject,  let  us  suggest  the  expediency  of  each  scholar  being 
required  to  pay  the  sum  of  ^0.25  per  quarter,  except  in  very 
special  cases  to  be  judged  of  by  the  persons  entrusted  with 
the  direction  of  the  schools  and  with  the  appropriation  of  the 
funds  in  the  several  districts.  This  sum,  without  being  felt 
by  the  parents,  would  make  the  payment  of  the  several 
teachers,  in  some  measure,  proportionate  to  their  services, 
and  their  fitness  to  conduct  the  schools.  Thus,  a  person 
who  should  conduct,  on  the  monitorial  system,  a  school 
consisting  of  200  or  300  pupils,  would  receive  from  ^200 
to  $300,  in  addition  to  the  average  allowance ;  which 
we  think  ought  not  to  be  less  than  $200  per  annum,  and 
which  we  are  persuaded  cannot  for  some  years  be  less  in  this 
State,  if  we  procure  for  our  schools  suitable  teachers.  We 
have  seen  it  somewhere  stated,  that  the  average  expense  of 
supporting  a  common  teacher  in  Connecticut,  is  about  $\B0 
per  annum,  but  it  must  be  obvious  to  every  one  conversant 
with  the  subject,  that  for  several  reasons  the  expense  would, 
for  the  present,  be  Jess  in  Connecticut,  than  it  can  be  in  our 
State.  Our  young  men  in  general  are  not  as  capable  of  taking 
charge  of  common  schools,  as  those  of  New-England  ;  and 
we  must  at  first,  if  we  have  any  thing  of  a  general  system 
introduced,  look  to  some  of  our  sister  States  for  a  supply  in 


17 

part  of  our  teachers,  and,  of  course,  we  must  offer  them 
better  terms  than  they  procure  at  home,  if  we  would  obtain 
the  services  of  such  as  are  worth  having.  The  services  of 
some  meritorious  and  well  qualified  young  men,  might 
be  procured,  in  places,  where  the  population  is  sparse, 
(and  where,  of  course,  the  labours  of  the  teacher  will  be 
the  least,)  for  150,  or  $160;  but  in  other  places,  a  much 
larger  sum  would  be  requisite,  say  $250,  together  with 
one  dollar  per  annum,  to  be  paid  by  each  scholar,  making 
exclusive  of  the  last  mentioned  source  of  emolument,  an 
average  of  about  $200  annual  salary  for  each  instructer. 
With  such  pay  we  might  procure  the  services,  not  only  of 
young  men,  but  also  of  men  of  greater  age  and  of  much  expe- 
rience in  teaching. 

Having  pointed  out  the  resources  for  the  support  of  schools, 
the  method  of  distribution,  and  the  emoluments  proper  to  be 
allowed  to  the  teachers,  we  shall  merely  say  in  addition,  on  this 
part  of  our  subject,  that  we  are  not  so  tenacious  of  our  views, 
as  to  think  it  better,  that  there  should  be  no  distribution, 
ratherthan  it  should  not  be  made  in  the  manner  recommended. 
For  the  reasons  already  assigned,  we  think,  that  in  present 
circumstances,  it  is  best,  that  in  the  disbursement  of  the  public 
funds,  respect  should  be  had  to  the  territory,  rather  than  to 
the  populution  of  the  several  counties  and  townships,  or  to 
the  taxes  paid  by  them.  Still,  we  are  decidedly  of  the  opi- 
nion, that  the  avails  of  the  school  fund  had  better  be  divided 
according  to  any  of  the  rates  suggested,  rather  than  they 
should  any  longer  remain  unapplied  to  the  purposes  for 
which  they  were  intended.  As  to  several  of  the  counties  it 
is  a  matter  of  little  moment,  which  of  the  three  rates  be 
assumed,  and  it  is  unapeakably  better  for  them  all,  that  some 
one  of  them  be  adopted,  and  that  the  proceeds  of  the  school 
fund  be  at  once  distributed.  We  may  not  have  so  uniform, 
efficient,  and  complete  a  system  on  one  plan  as  on  another, 
yet  the  benefits  accruing  from  a  cautious  distribution  of 

c 


18 

the  funds  at  command,  are  of  so  great  importance  to  tlie 
present  generation,  that  no  inducement  should  be  regarded 
as  sufficiently  strong,  for  a  delay  of  this  matter,  until  the 
avails  of  the  school  fund  should  be  adequate  to  the  entire 
support  of  our  common  schools  ;  or  in  other  words,  until  30 
or  40,000  more  of  our  youth  shall  have  grown  up  in  such 
ignorance,  thai  they  should  be  even  incapable  of  reading; 
for  this  will,  in  all  probability,  be  the  case,  if  nothing  be 
done  in  this  business,  until  we  obtain  a  capital  of  1,500,000 
or  ^2,000,000.  Let  a  beginning  be  made — let  the  State  give 
at  once  whatever  aid  it  can,  and  if  we  may  judge  from  the 
resultc  of  similar  steps  in  other  States,  we  may  augur  well 
for  the  result  of  our  efforts.  New-York,  with  a  population 
of  probably  more  than  1,200,000,  commenced  her  efforts  to 
establish  common  schools,  with  an  annual  appropriation  of 
^50,000  ;  and  with  an  appropriation  not  exceeding  twice 
that  sum,  she  now  affords  to  more  than  400,000  youth  the 
means  of  instruction ;  and  cannot  New-Jersey,  with  but  one- 
fourth  of  the  population,  and  with  nearly  one-third  of  the 
pecuniary  means  employed  by  New- York,  in  1814,  com- 
mence the  important  undertaking  of  establishing  common 
schools  ?  and  to  speak  comparatively,  possessing  larger 
means,  may  not  New-Jersey  expect,  in  the  course  of  fifteen 
years,  to  have  her  75,000  youth  supplied  with  instruction  ? 
The  advantage  of  an  immediate  commencement  of  this 
business,  and  the  gradual  introduction  of  a  complete  system, 
over  the  plan  of  waiting  till  the  avails  of  the  school  fund 
be  sufficient  to  defray  all  the  necessary  expenses,  is  simply 
this,  that  while  the  fund  would  be  accumulating  and  useless ; 
a  complete  system  might  be  brought  into  operation,  and 
the  present  generation  might  reap  the  benefit  of  it.  At  pre- 
sent, the  people  of  this  State  are  contributing  to  the  accumu- 
lation of  a  fund,  from  which,  if  it  is  not  distributed  for  twenty 
or  thirty  years,  neither  they  nor  their  children  are  to  derive 
any  benefit,  and  which,  if  applied  to  the  support  of  common 


19 

schools,  will  not  give  the  next  generation  better  schools  than 
they  might  have  without  any  such  fund.  For  proof  of  which, 
advert  to  the  condition  of  the  schools  in  Connecticut.  Can 
any  one  show  in  what  respect  her  schools  have  been  improved 
by  the  possession  of  a  large  fund,  amounting  to  ^1,700,000? 
or  in  what  respect  they  are  better  than  those  of  Massachu- 
setts ?*  Let  the  good  work,  then,  be  at  once  begun.  And,  at 
the  very  least,  let  such  townships  as  may  be  disposed  so  to 
do,  be  authorized  to  raise  any  sum  necessary  for  the  support 
of  common  schools,  and  if  it  be  thought  expedient  to  set  any 
limit  to  the  amount  to  be  raised,  let  that  limit  be,  a  sum 
equal  to  the  whole  amount  raised  by  tax,  in  the  town,  for  all 
other  purposes.  The  townships  should  also  be  authorized 
to  raise  money  for  the  erection  of  suitab;e  buildings,  for  the  ac- 
commodation of  the  schools.! — It  will  require  no  lengthened 
argument  to  prove,  that  great  dihgence,  fidelity,  and  judg- 
ment, will  be  required  of  those,  who  may  be  entrusted  with 
the  management  of  the  funds,  and  with  the  direction  of  the 
schools,  in  order  that  they  may  answer  the  desired  purpose. 
We  shall  now,in  as  few  words  as  possible,mentionour  views 
on  this  point.  We  would  recommend  the  appointment  of  a 
Board  of  Education  for  the  State,  who  shall  have  control  of 
this  whole  matter,  subject  to  such  general  regulations,  as  the 
Legislature  in  their  wisdom  may  see  fit  to  prescribe  ;  andwho 
shall  be  required  to  present  annually,  to  the  Legislature,  a 
statement  of  their  proceedings,  and  of  the  number  and  con- 
dition of  the  schools,  and  a  part  of  whose  duty  it  shall  be, 
to  recommend  to  the  Legislature,  such  alterations  and  addi- 
tions in  the  system,  as,  in  their  opinion,  will  have  any  ten- 
dency to  improve  it.  Among  other  things,  that  this  Board 
be  authorized  to  appoint,  with  a  suitable  salary,  a  superin- 

*  See  some  rery  valuable  remarks  on  the  Connecticut  school  fund, 
in  the  North  American  Review,  for  1823. 
f  See  Appendix,  No.  2. 


20 

tendcnt  of  schools,  whose  business  it  shall  be,  as  far  as  prac- 
ticable, to  visit  the  ditierent  schools;  to  receive  all  the  reports 
from  the  teachers  or  the  trustees  of  the  schools  in  the  several 
districts ;  to  give  all  orders  on  the  State  treasurer,  for  the 
payment  of  moneys  to  the  treasurers  of  the  several  town- 
ships— no  order,  however,  to  be  given  to  any  township 
treasurer,  until  he  has  deposited  with  the  superintendent  a 
certificate,  that  twice  the  amount  of  the  appropriation  allow- 
ed by  law  has  been  paid  to  him  for  the  current  year  by  the 
collector  of  taxes,  for  the  purposes  of  education :  and  it 
should  also  be  the  duty  of  the  Superintendent  to  attend  to 
such  other  matters,  as  the  Board  of  Education  may  direct. 

The  Board  of  Education  should  be  empowered  to  appoint 
examining  committees  for  the  several  counties,  whose  duty 
it  should  be  made  to  examine  all  persons  desirous  to  become 
teachers  in  such  of  the  common  schools,  as  may  be  aided 
by  the  State;  in  order,  that  individuals  of  licentious  hab- 
its or  sentiments,  or  persons  unqualified  for  the  business  of 
teaching  from  want  of  adequate  knowledge,  may  be  excluded 
from  the  schools.  And  it  should  be  a  law  of  the  State,  that  no 
individual  should  be  permitted  to  take  charge  of  any  of  the 
public  schools,  without  obtaining  the  consent  and  approbation 
oftbe  examining  committee  for  the  county  in  which  the  school 
may  be  located.  The  several  examining  committees  should 
be  expected  to  report  to  the  Board  of  Education,  through 
the  Superintendent,  the  names  of  the  persons  licensed  by 
them  to  teach,  any  defects  existing  in  the  course  of  instruc- 
tion in  the  schools  subject  to  their  inspection,  and  whatever 
else  may,  in  their  opinion,  require  the  interference  of  the 
Board  or  of  the  Legislature. — These  committees  should  have 
nothing  to  do  with  the  selection  of  the  teachers  for  the  seve- 
ral schools,  or  with  the  amount  of  the  compensation,  which 
the  teachers  shall  receive  for  their  services.  These  matters 
should  be  regulated  by  trustees  of  the  several  school  districts, 
chosen  by  the  people  residing  in  the  districts.     The  trus- 


21 

tees,  or  one  of  them,  by  order  of  the  rest,  should  draw  upon 
the  trensurer  of  the  township,  in  favour  of  the  teacher,  to 
any  amount  not  exceeding  the  whole  quota  for  that  district. 
They  of  course,  will  be  at  liberty,  if  the  allowance  be  not 
sufficient  to  support  the  school  for  the  year,  to  make  what- 
ever agreement  for  the  continuance  of  the  school,  they  can, 
without  involving  the  township  in  debt. 

The  trustees  for  the  several  school  districts  should  also 
direct  what  degree  of  religious  and  moral  instruction  should 
be  given  in  the  different  schools,  and  we  think  that  it  would 
be  a  good  rule,  that  each  teacher  should  be  required  to  open 
his  school,  with  reading  some  chapter  in  the  Holy  Scriptures 
in  a  reverent  manner.  Acc'  rding  to  these  suggestions,  the 
State,  through  its  Board  of  Education  and  its  several  com- 
mittees, exercising  a  general  superintendence  of  the  schools, 
and  the  people  themselves,  through  their  immediate  agents, 
choosing  their  own  teachers,  fixing  their  salaries,  and  exer- 
cismg  perfect  control  over  the  religious  instruction,  would 
combine  their  efforts  for  the  establishment  and  support  of  a 
system,  dependent  for  its  complete  success  on  both,  alike 
beneficial  to  both,  and  securing  the  integrity  of  the  State  by 
improvement  of  the  morals,  and  by  increasing  the  know- 
ledge of  the  people ;  at  the  same  time  leaving  the  rights  of 
conscience  unimpaired. 

We  have  now,  gentlemen,  presented  to  your  considera- 
tion the  outlines  of  a  system  for  common  schools,  which 
we  believe  to  be  best  adapted  to  the  immediate  necessities 
and  resources  of  our  State.  And  if  the  intelligence  of  the 
people  shall  call  for,  and  our  resources  admit  of  it,  we  may 
very  easily  extend  and  improve  the  system  ;  1st,  by  making 
provision  for  the  education  of  teachers  ;  2,  by  publicly 
rewarding  one  or  more  of  the  teachers  in  each  county,  who 
shall  discover  the  greatest  fidelity,  skill,  and  success  in  con- 
ducting their  schools;  3,  by  establishing  schools  of  a  higher 
order,  to  which  all  may  have  access  on  the  lowest  terms  pos- 


22 

sible  ;  4,  by  furnishing  such  youth,  as  shall  very  greatly  dis= 
tinguish  themselves  by  their  talents,  diligence,  and  success  in 
study,  with  the  means  of  prosecuting  their  studies  :  and  this 
as  a  reward  of  their  merit. 

The  importance  of  these  improvements  will   probably 
strike  every  mind  upon  the  bare  mention  of  them.     1  shall 
not,  therefore,  trespass  upon  your  patience,  at  this  time,  by 
making  any  comments  upon  them ;  the  only  objection  to 
which,  can  be,  the  difficulty  of  procuring  the  requisite  funds. 
That  these  funds,  will,  in  the  course  of  a  few  years  be  cheer- 
fully furnished  by  the  people,  if  the  proper  system  of  com- 
mon schools  be  promptly  introduced,  we  entertain  little  or 
no  doubt.    And  we  entertain  as  httle,  that  if  all  the  moneys 
now  expended  by  our  citizens,  for  the  education  of  their 
children,  were  systematically  and  judiciously  appropriated, 
they  would  be  as  well,  if  not  better  educated  than  they  now 
are,  and  a  large  surplus  left  for  the  benefit  of  others  ;  we 
should  therefore  hope,  that  those  who  are  able,  and  who  ac- 
tually educate  their  own  children,  even  at  great  expense, 
will  be  not  only  among  the  last  to  complain,  but  among  the 
most  forward  to  support  any  judicious  measures,  adopted  by 
our  Legislature,  for  the  establishment  of  common  and  clas- 
sical schools,  even  if  a  considerable  tax  should  be  required 
for  the  purpose.      An  annual  tax  averaging  ten  cents   for 
every  inhabitant,  young  and  old,  would  give  ^30,000  a  year, 
a  sum  sufficient  to  support  a  Principal  and  Assistant  of  an 
institution  to  educate  young  men  for  the  business  of  teach- 
ing,* sufficient  to  loan  to  70  pupils  in  said  institution  $50  each, 
on  such  conditions,  as  may  be  prescribed  by  the  Legislature, 
to  allow  ^1000  to  be  distributed  as  rewards  to  the  best 
teachers,  to  give  to  each  of  our  14  counties,  on  an  average, 
$  1 000,  for  the  support  of  one,  or  more  classical  schools ;  and 
leaving  g  10,000  to  be  expended  in  educating  the  most  merito- 

*  See  Appendix,    No.  3. 


25 

rious  and  promising  of  our  youth,  say  from  50  to  lOOofthem- 
We  suggest  these  things,not  because  we  believe  that  our  Statr 
is  now  prepared  to  adopt  these  suggestions,  but  because  wr. 
believe,  that  without  any  very  sensible  increase  of  our  taxes, 
they  could  be  carried  into  eflfect  j  and  because  we  hope  the 
time  is  not  far  distant,  when  the  requisite  means  will  be  fur- 
nished for  the  purpose.  While  on  this  subject,  we  may 
perhaps  be  permitted  to  say,  that  without  the  least  increase 
of  our  burdens,  and  with  merely  a  radical  alteration  in  our 
Militia  System,  we  may  have  both  a  more  effective  militia 
and  a  very  large  sum  for  the  purposes  of  education.  It  is, 
we  believe,  almost  universally  admitted,  that  our  militia 
musters  are  worse  than  useless,  that  without  answering 
any  good  purpose;  they  are,  in  general,  merely  occasions  for 
dissipation,  and  of  course  tend  to  injure  the  public  morals. 
The  number  of  the  militia  is  estimated  at  43,500.  Every  in- 
dividual who  does  not  appear  in  the  ranks  three  times  in  each 
year,  is  fined  one  dollar  for  every  absence,  unless  he  render  a 
satisfactory  excuse,  or  he  be  exempted  by  law  from  the  per- 
formance of  military  duty  :  and  T  have  been  informed  by  one 
of  our  best  militia  officers,  that  those  who  attend  the  mus- 
ters, expend  a  larger  sum.  If  so,  we  may  safely  estimate  the 
whole  amount  annually  spent,  at  i?l  30,000  per  annum.  Now, 
if  our  State  would  adopt,  at  least  in  its  leading  features,  the 
plan  recommended  by  the  Board  of  Officers,  convened  at 
Washington,  Nov.  1826,  to  devise  a  scheme  for  the  better 
organization  of  the  militia ;  of  which  Board,  General  Scott 
of  U.  S.  Army,  was  President ;  we  might  have,  for  a  much 
less  expense  than  we  now  incur,  a  far  more  elTective  mili- 
tia; and  in  some  measure,  prevent  the  evils  attendant  on  the 
musters,  as  they  are  at  present  conducted.  Let  the  militia 
be  reduced  to  about  one-fourth  of  the  present  number,  and 
then  let  them  be  divided  in  three  divisions,  &:c. ;  let  the 
officers  of  the  several  divisions  be  required  to  encamp  by 
themselves  for  ten  days  in  each  year,  for  the  purpose  of 


24 

being  drilled  in  the  duties  of  the  camp,  and  let  theni  be  pai^ 
for  their  time  and  expense,  according  to  the  rate  suggested  by 
the  Board  of  Officers  ;  the  whole  expense  would  not  exceed 
^10,000.*  Now  if  every  person  exempted  from  service  by 
the  reduction  in  the  numbers  of  the  militia,  should  be  re- 
quired to  pay. ^1.50  a  year;  the  State  would  receive  from 
this  source  above  ^48.000,  of  which  sum,  more  than  $33,000 
might  be  applied  to  the  improvement  of  the  morals  of  our 
citizens,  rather  than  to  their  destruction. 

If,  however,  the  public  mind  is  not  prepared  for  such  a 
measure,  this  at  least,  we  think  ought  to  be  done :  let  every 
person  have  the  option  of  serving  or  of  paying  to  the  collec- 
tor of  his  township,  a  certain  sum,  per  annum,  say  $3.00,  to 
aid  in  the  support  of  schools,  and  let  the  money  so  collected, 
be  faithfully  appropriated  to  the  object  for  which  it  was  paid. 
To  prevent  any  one's  mistaking  our  sentiments  on  this  sub- 
ject, we  take  this  occasion  to  say,  that  we  have  made  these 
suggestions,  not  because  we  unconditionally  and  cordially 
approve  of  the  Militia  System  just  mentioned  ;  but  we  have 
done  so,  merely  because  it  will  be  less  pernicious  in  Its  ef- 
fects, than  the  present  one;  and  because  we  consider  it  entirely 
useless  to  recommend  its  total  abolition:  of  which,  in  times  of 
peace,  we  should  cordially  approve.  The  best  defences  of  a 
people,  are  sound  morals  and  intellectual  culture :  let  a  people 
know  and  properly  estimate  their  rights,  and  they  cannot  be 
enslaved  :  let  the  implements  necessary  for  war  be  provided, 
and  if  there  be  occasion  to  use  them  in  a  righteous  cause,  an 
intelligent  people  will  soon  become  acquainted  with  their  use. 
We  must  acknowledge  ourselves  directly  at  variance  with  a 
sentiment  emanating  from  a  distinguished  source,  that  it 
would  be  well  to  substitute  military  discipline  and  exercises 
in  our  schools,  as  a  substitute  for  our  Militia  System,  and 

*  See  Documents,  from  the  War  Department,  accompanying  the 

President's  message  to  Congress,  in  1826, 


25 

as  a  remedy  for  its  evils.  The  spirit  fostered  by  such  a  sys- 
tem, IS  in  a  great  degree  hostile  to  the  pursuits  of  p  ace, 
and  the  principles  of  true  religion.  And  at  no  period  of 
life,  wojild  military  parades  be  so  likely  to  make  a  powerful 
and  unhappy  impression  upon  youthful  minds,  as  at  that  age, 
when  boys  usually  frequent  our  schools.  It  is  time  enough 
to  learn  the  art  of  war,  when  there  is  necesssity  for  so 
doing ;  we  are  not  of  those,  who  believe,  that  our  being  per- 
fectly equipped  and  prepared  for  war,  will  have  a  tendency, 
to  preserve  us  in  peace.  Only  let  such  preparation  exist, 
and  a  fondness  for  military  exercises  become  generally  pre- 
valent, and  it  will  not  be  long  before  we  find  a  pretext  for 
going  to  war  with  some  nation  or  other.  The  passions  of  mea 
are  too  strong  to  resist  the  temptation,  when  the  least  oppor- 
tunity is  afforded,  of  exhibiting  their  military  prowess.  We 
wish  it  to  be  distinctly  recollected,  that  this  alteration  of 
the  Militia  System  is  not  at  all  necessary  to  the  adoption 
of  the  system  of  com.non  schools  just  recommended,  or  evea 
for  the  support  of  schools  of  a  higher  order:  but  merely, 
that  it  is  one  means  by  which  improvements  may  be  grnfted 
upon  this  system,  without  being  at  all  essential  to  the  exist- 
ence of  the  system,  or  to  its  complete  success.*  And  we 
wish  it  also  recollected,  ihat  we  arc  not  so  much  concerned 
about  the  means,  by  which  a  good  system  of  common  schools 
may  be  introduced,  as  we  are  about  the  thing  itself.  This 
subject  we  firmly  believe,  is  entitled  to,  and  vvill  soon  com- 
mand the  serious  consideratioti  of  every  citizen  of  New- 
Jersey,  possessed  of  intelligence  and  liberal  feelings :  until 

*  For  the  ?ug;2;estion  with  respect  to  the  expediency  of  a  change  in  our 
Mililia  system,  tne  writer  believes  himself  to  be  indebted  to  the  Hoq. 
C.  F.  Mercer's  discourse  on  jiopular  education,  delivered  at  Princeton,  in 
September,  1826.  And  havin°;  referred  to  this  production,  he  must  take 
the  liberty  to  add  ;  that  he  knows  of  no  work,  which  contains  so  much  val- 
ua'olft  information,  in  regard  to  elementary  education  ;  or  so  many  impor- 
tant hints  for  the  improvement  of  common  schools. 

D 


26 

it  does,  our  citizens  generally  cannot  be  raised  to  that  station 
and  respectability,  which  every  freematj  ought  to  possess; 
nor  can  the  physical  resources  of  our  State  be  fully  de- 
Teloped.  Those  resources  are  great,  and  need  only  the 
union  of  intelligence  with  industry  to  make  them  greatly 
conducive  to  the  prosperity  of  the  State.  As  these,  however, 
have  already  been  presented  to  your  notice  in  a  very  lucid 
and  able  manner,  by  one  of  our  distinguished  Vicel'resi- 
dents,  the  Hon.  Mr.  Dickerson,  I  shall  not  at  present,  say 
any  thing  more  in  regard  to  them  : — and  I  shall  now  conclude 
my  remarks,  with  observing,  that  our  interest,  repiitation,  and 
duty  demand,  that  vigorous  and  immediate  efforts  sitould  be 
made,  to  establish  and  maintain  a  good  and  extensive  system 
of  common  and  higher  schools.* 

*  See  Appendix,  No.  4« 


APPENDIX. 

If$15,000  should  be  diatributfid,  upon  the  conditions  mentioned  on  page 
14;  tne  following  table  exhibits  the  number  of  schools,  which  could  be 
3ui.;)()ried  in  each  county,  for  one  year;  whether  taxes,  population,  or  ter- 
ritory, be  the  rule  of  distribution. 


Taxes. 

Population. 

Territory. 

Sussex, 

. 

12 

- 

- 

13 

- 

- 

16 

Warren, 

- 

12 

- 

- 

13 

- 

- 

10 

Morris, 

. 

18 

- 

- 

17 

- 

- 

14 

Essex, 

- 

21 

- 

- 

26 

- 

- 

8 

Ber;;en, 

- 

15 

- 

- 

15 

- 

- 

14 

Hunterdon, 

- 

26 

- 

- 

23 

- 

- 

15 

Somerset, 

- 

15 

- 

- 

13 

- 

- 

9 

Middlesex, 

- 

18 

- 

- 

17 

- 

- 

11 

Monmouth, 

. 

21 

. 

- 

20 

- 

- 

34 

Burlington, 

. 

24 

- 

- 

23 

- 

- 

27 

Gloucester, 

- 

18 

- 

- 

20 

- 

- 

33 

Salem, 

- 

12 

• 

- 

11 

- 

- 

10 

Cumberland, 

- 

9 

- 

- 

10 

- 

- 

15 

Cape-May, 

- 

4 

- 

- 

4 

- 

- 

9 

225 


225 


225 


The  calculations  in  the  first  column,  were  founded  upon  the  taxes  for 
1824;  those  in  the  second  upon  the  population  in  1820;  and  those  in  the 
thini,  upon  the  territory  as  given  by  Gordon's  Map  of  New-Jersey.  No 
material  error  can  arise  from  assuming  the  taxes  of  1824,  for  the  basis  of 
our  calculations ;  for  though  the  taxes  have  been  increased  of  late,  there  has 
been  but  little  or  no  difference  in  the  proportions  paid  by  the  several 

counties. 

Having  no  returns  of  the  population  of  our  State,  later  than  those  fur- 
nished by  the  last  U.  S.  census,  we  have  made  the  estimates  in  the  second 
column,  on  the  supposition  ;  that  the  increase  of  the  population  in  the  dif- 
ferent counties  has  been  uniform  since  the   year    1820. 

In  making  the  abov?  estimates,  with  respect  to  territory,  we  had  recourse 
to  Mr.  Gordon's  map  :  as  it  is  doubtless  the  most  correct  and  valuable  map 
of  the  State  ever  published  :  If  the  scale  on  this  map  be  perfectly  accu- 
rate ;  and  if  we  have  made  no  mistakes  in  our  measurements  and  calcula- 
tions ;  the  area  of  New-Jersey,  is  about  7500  square  miles.  Mr.  Darby, 
in  his  view  of  the  United  Spates  makes  the  area  to  be  7870  square  miles, 
In  a  statistical  table  published  a  few  years  ago  by  Mr.  A.  Finley  of  Phila- 
delphia, in  connexion  with  a  map  of  New-Jersey,  the  area  is  stated  to  be 


only  6900.  In  the  fir?t  American  edition  of  Gutlirie's  Geography,  and  in 
thf  diff  resit  whtions  ot  Morse's  Gazetteer,  iNew-Jtrsty  its  said  to  contain 
832(>  square  mdes. 

H'akii.j;  ihe  larjfst  number  as  correct ;  and  dividing  the  State  into  600 
schdoi  disiriets,  their  averasfe  content  will  not  exceed  fourteen  square 
milf-s.  For  several  years,  prior  to  the  year  1824,  the  State  was  divided 
into  13  counties  and  IVO  townships  :  since  then,  the  county  of  Sussex  has 
been  divided,  and  now  forms  the  counties  ol  Sussex  and  Warren  :  addi- 
tional townships  also  have  been  lormed  by  the  division  of  others  ;  so  that 
the  present  number  of  townships  is  about  125.  The  writer  was  not  aware 
of  this  increase,  at  the  time  he  was  engaged  in  preparing  the  lecture.  It  is, 
however,  a  matter  of  no  moment,  as  it  respects  the  rule  recomniended  for 
distributing  the  avails  of  the  school  fund  ;  since  the  area  of  all  the  town- 
ghips,  taken  collectively,  is  the  same  ;  whatever  may  I'C  their  number. 

In  the  SDUthein  counties,  there  are  bays  and  marshes,  extending  over  a  sur- 
face of  five  or  SIX  hundred  square  miles,  which,  of  course,  are  uninhabited. 
U  these  should  be  deducted  fiom  the  areas  ol  the  several  counties,  to  which 
they  belong;  there  would  be  one  additional  school  for  each  of  the  counties 
of  Warren,  Es.«ex,  Morris,  Bergen,  Somerset,  Middlesex,  two  for  Sussex, 
and  two  for  Hunterdon,  while  there  would  be  one  school  less  for  Gloucester, 
one  for  Cumberland,  one  or  two  for  Salem,  two  for  Monmouth,  and  four 
for  Cape  May.  If  the  State  Legislature  should  ever  deem  it  expedient  to 
make  territory  the  rule  of  distribution  ;  each  township  could  be  required 
to  have  an  accurate  survey  of  its  own  township  made,  and  forwarded  to  the 
Trustees  ol  the  School  fund. 

The  loUowing  table,  shews  the  taxes  paid  by  each  county  in  1824,  the 
population,  in  1820  ;  and  the  area  of  each  : 


Counties. 

Taxes. 

Population. 

6qr.  Miles. 

Su>sex, 

$789  60 

16,332 

538 

Warren, 

789  61 

16,400 

344 

Morris, 

1 176  02 

21,368 

454 

Essex, 

1433  27 

30,793 

266 

Bergen, 

974  94 

18,173 

451 

Hunterdon, 

1700  94 

28,604 

518 

Som^r^et, 

991  or 

16,.'>06 

314 

Middlesex,     - 

122(1  01 

21,470 

374 

M-^nmouth, 

*.         1396  38 

25,038 

-       1119 

Burlitigton, 

1615  17 

28,822 

880 

Gloucester, 

1267  20 

23,089 

-      1106 

Salem, 

808  72 

14,022 

333 

Cumbeiland, 

594  82 

12,668 

502 

Cape-May,    - 

242  25 
15000  00 

4,265 

291 

277,575 

7,490 

29 

In  1 825  the  taxes  paid  by  Sussex  and  Warren  were  equal ;  and  on  this 
account,  wr  have  iissi»ned  to  them  equal  portions  of  the  tax  for  1824, 
thouo:h  they  did  not  exist  as  distinct  counties  uniil  after  the  taxes  for  1824 
ha  1  bf-eri  assessed  and  collected.  In  1820,  the  population  of  the  two  coun- 
ties III  lift  have  been  nearly  equal.  F^rom  the  above  tables,  it  appears,  that 
HuntpnJon  should  huve  been  included  among  the  counties,  m'^ntioned  on 
pa^e  1 4  as  those,  for  which  territory  would  be  the  least  desirable  rule  o^ 
distribution. 


Note  2. 


Within  a  few  weeks  after  the  remarks  on  page  19  were  penned ;  au 
act  wa?  passed  by  the  Legislature,  entitled,  "  An  Act  to  encourage  the 
raising  of  money  for  the  purposes  of  Education,"  the  second  section  of 
which  is  as  follows : — 

And  be  it  enacted,  "  That  hereafter  it  shall  be  lawful  for  the  inhabitants 
in  each  township  of  this  State,  duly  qualified  to  vote  at  town  meetings,  to 
vote,  grant,  and  raise,  (in  the  same  manner  as  other  moneys  for  town  pur- 
poses are  authorized  to  be  raised,)  such  sum  of  money  as  the  majority  of 
said  meeting  shall  agree  upon,  to  be  laid  out  and  expended  under  the 
direction  of  the  town  committee,  in  each  township,  for  the  erection  and 
repairing  of  ope  or  more  public  school-houses,  or  lor  the  establishment  of 
free  schools  and  their  support,  as  are  oi  shall  be,  in  the  judgment  of  said 
oomraittee,  necessary." 

Under  this  provision,  and  at  the  suggestion  of  the  writer,  the  inhabitants 
of  West-Windsor  township,  in  April  last,  voted  to  raise  $300,  and  at  the 
same  time,  they  instructed  the  oomraittee  to  divide  the  township  into 
school  districts,  and  to  distribute  the  $r300  among  them  ;  on  condition,  that 
in  each  district  receiving  any  portion  of  this  sum,  there  should  be  raised,  by 
voluntary  contribution,  any  additional  sum,  which  miijht  be  necessary  for 
employing  a  teacher  to  instruct,  lor  one  year,  all  the  children  in  such  dis- 
trict. As  far  as  we  have  been  able  to  ascertain,  the  experiment  has  been 
a  successful  one ;  and  we  believe,  thai  the  township  was  never  before  so 
well  provided  with  competent  teachers. 


Note  3. 


ON   THE    EDUCATION   OF   TEACHERS. 

The  importance  of  educating  young  men  to  become  teachers,  has  been 
warmly  advocated  by  many  friends  of  common  schools ;  and,  in  our 
opinion,  cannot  easily  be  overrated.     Let  any  person  competent  to  judge, 


30 

make  himself  acquainted  with  llje  condition  of  our  schools,  and  the  quali* 
fications  o)  our  ivacher^  ;  amJ  he  will  be  satisfied,  thai  the  education  of 
teachers  is  a  subject,  which  deserves,  and  ought  to  command  the  immedi- 
ate attention  ot  our  Le^ciflaiure  We  do  not,  however,  intend  to  pass  a 
censure  upon  all  the  teachers  of  our  common  schools  ;  many  of  them  are 
com,  elerit,  assiduous,  and  deserving  of  greater  patronage  than  they  enjoy. 
This,  however,  is  far  from  being  the  case  with  them  all,  and  we  fear,  that 
it  is  not  so,  even  with  a  majority  of  them.  But  admitting  that  they  are 
all  competent,  still  it  would  be  highly  desirable,  that  provision  should  be 
made  at  once,  lor  the  support  and  tuition  of  fifty  or  more  such  youth,  as 
may  be  willing  to  devote  themselves  for  several  years  to  the  business  of 
teaching:  for  as  soon  as  the  avails  of  the  school  fund  shall  be  distributed, 
there  will  be  a  demand  for  a  much  larger  number  of  teachers,  than  can, 
without  some  such  provision,  be  obtanied. 

The  only  objections,  which  could  be  urged  against  this  measure  are,  the 
difficulty  of  inducing  young  persons  to  engage  in  this  work  ;  and  the  ex- 
pense of  supporting  them,  while  they  are  attending  to  a  preparatory  course 
of  instruction.  But,  only  let  our  schools  be  placed  upon  such  a  footing, 
that  they  will  aflbrd  suitable  remuneration  to  the  teachers,  and  there  will 
be  no  difficulty  in  finding  a  sufficient  number  of  youth  of  good  talents  and 
unblemished  character,  willing  to  enter  upoi.  a  course  of  study,  that  will 
fit  them  to  take  charge  of  our  schools.  This  matter  has  been,  we  think, 
fairly  tested  in  our  own  State,  by  the  gentlemen  who  have, been  entrusted 
with  the  disposal  of  a  large  fund,  recently  raised,  by  voluntary  contribu- 
tion, (or  the  support  of  schools  iic,  in  the  destitute  parts  of  the  State. 
Thus  far,  at  least,  it  has  been  found  on  trial,  that  more  young  men  can  be 
had  lor  the  purpose  above  mentioned,  than  can  be  supported.  The  com- 
mittee charged  with  this  concern,  have  constantly  under  their  care  from 
ten  to  fifteen  youth,  who  are  preparing  to  become  teachers,  and  who  are 
supported  in  part,  or  in  whole,  by  the  committee. 

The  objection  arising  frotp  the  expense,  could  in  our  view,  be  obviated, 
by  the  establishment  of  a  school,  in  which  manual  labour  should  be  united 
with  mental  culture.  Let  a  larm  of  suitable  size  and  good  quality,  be 
procured  ;  and  the  requisite  buildnigs  be  erected  for  the  accommodation 
of  the  teachers,  their  families,  and  the  scholars.  Let  work-shops  also  be 
erected,  in  which  the  various  mechanical  arts  may  be  taught;  and  let 
every  pupil  be  required  to  spend,  on  an  average,  three  hours  oi  every  day, 
(Sabbaths  excepted,)  in  labouring  upon  the  farm,  or  at  some  mechanical 
employment.  By  an  arrangement  of  this  kind,  the  youth  would  be  able 
to  defray  at  least,  the  expense  of  their  board  ;  while  the  time  spent  in 
manual  labour  would  not  I  e  more  than  they  ought  to  spend  in  exercise  for 
the  benefit  of  their  health.  This  kind  of  exercise,  moreover,  is  much  Vj.  tter 
than  any  system  of  gymnastics  now  in  vogue  ;  for  it  possesses  the  advan^ 


31 

£age  over  ff^ipuastic  exercises,  that  while  it  tends  equally  with  them  to 
pre!>erve  the  health  of  youth,  it,  ut  the  same  tinip,  turns  their  labour  to  a 
profitable  account  :  and  for  ourselves,  we  veiy  niurh  doubt  the  expe- 
diency of  youth  laboriously  doinsj  that,  which  is  attended  with  no  other 
perceptible  advantage,  than  the  merely  incidental  one  of  preserving;  their 
health,  whieh  can  be,  to  say  the  least,  as  well  taken  care  of,  by  other  and 
more  profitable  means.  And  no  plan  for  the  education  of  youth,  is  in 
our  view,  so  deserving  of  [jatronage,  as  that,  which,  while  it  makes  pro- 
vision for  the  improvement  of  both  their  intellectual  and  bodily  (.owers  > 
teaches  them  in  all  they  do,  to  aim  at  something  useful,  and  this  we  think 
is  precisely  the  casf  with  the  plan    suggested. 

For  twelve  or  fifteen  thousand  dollars,  and  very  probablyfor  a  less  sum,  a 
farm  suiiable  for  such  an  institution,  together  with  all  the  rfquisite 
bivldins:?,  might  be  obtained  in  some  place  not  far  distant  from  a  good 
market;  where  all  the  produce  ot  the  farm  and  garden,  and  all  articles  manu- 
factured by  the  scholars,  and  not  wanted  for  the  school,  might  be  disposed 
of  to  B(lvanta«-e  ;  and  in  return,  there  might  be  procured  many  articles  essen- 
tial to  the  comfort  of  those  connected  with  the  school ;  and  by  this  method, 
all  the  expetisf^  of  boarding  for  the  teachers  and  pupils  could  be  deirayed. 
Estimate  the  first  expense  at  |,15,000.  the  interest  ot  this  sum  at  six  per 
cent  will  be  $900; — allow  lor  the  salaries  of  the  teachers  and  iticidental 
expenses  $1 100  per  annum;  these  will  make  an  annual  expenditure  of 
|2000.  Suppose  then,  that  we  have  in  the  whole  iState  only  400  teachers, 
and  a  less  number  we  ought  not,  and  if  we  have  an  efficient  school  system, 
we  cannot  have.  Again,  it  is  highly  probable,  that  while  some  will  devote 
themselves  for  liie  to  the  business  of  teaching;  at  least  one  fifth  ot  those 
engaged  in  this  business  for  any  one  year,  will,  on  an  average,  lelinquish  it 
for  omething  else.  If  so,  we  shall  require  80  new  teachers  every  year  ; 
and  it  we  wish  good  ones,  we  must  educate  them;  and  it  we  educate 
them,  we  must  have  at  all  times  in  the  school  at  least  f<0  f  ujnls.  It  they 
pav  nothing  towards  their  own  support,  the  expense  for  t-ach  one  will  be 
$25  per  annum,  and  could  the  Legislature  expend  the  same  sum  of  money, 
with  a  stricter  regard  to  economy,  or  with  greater  profit  to  the  State  ? 

The  expense  would  not  be  much  increased,  if  there  should  be  a  hundred 
pupils  in  the  school.  And,  even  it  a  fourth  part  of  them  should  not  be 
wanted  for  teachers  :  still  it  would  be  of  unspeakable  beiiert  to  the  State, 
to  have  such  an  institution,  as  it  would  afford  to  many  indi^'Ciit  youth,  of 
worth  and  talent,  an  opportunity  to  acquire  the  rudiments  of  a  good  educa- 
tion ;  who,  otherwise  must  rcmam  in  ignorance,  and  who,  with  the  aid  thus 
furnished,  might  possibly  become  ornaments  of  their  State. 

In  this  school,  should  be  taught,  rea  ling,  writing,  English  grammar.  Geo- 
graphy. Arithmetic,  Algebra,  Elements  of  Geometry,  Surveying,  &c. 
Net,  that  all  should  be  required  to  attend  to  e%ery  subject  tiere  u.fni  on^d, 
but  that  they  should  have  an  opportunity  to  do  so.     If  it  should  be  deemed 


82 

expedient,  the  course  of  study  could  be  easily  extended,  so  as  to  prepare 
youth  for  our  College?. 

This  plan  is  not  a  matter  of  mere  theory  :  in  the  State  of  New-Yoi-k,  it 
has  been  tried  with  success.    See  report  of  the  Oneida  Ajfricultural  SchooL 


Note  4. 

For  information  in  regard  to  the  origin  of  the  school  fund,  we  would 
refer  the  reader  to  the  revised  laws  of  New-Jersey,  and  for  the  information 
relative  to  the  condition  of  the  schools,  we  would  refer  him  to  a  report  re- 
oently  made  on  this  subject,  by  a  committee  appointed  at  a  meeting,  held 
in  Trenton,  Nov.  1828,  and  consisting  of  his  Hon.  Chief  Justice  Ewing, 
John  .N.  Simpson  Esq.  and  the  Hon.  Theodore  Frelinghuysen.  To  this 
report  are  appended  copies  of  letters,  addressed  to  the  Rev.  Robert  Baird 
of  Princeton,  by  distinguished  individuals  residing  in  the  New- England 
States,  and  in  the  States  of  New- York  and  Pennsylvania,  giving  succinct 
views  of  the  different  school  systems  in  those  states. 

We  cannot  conclude  this  note  without  expressing  our  conviction,  that 
the  citizens  of  New-Jersey  are  more  indebted  to  Mr.  Baird  for  the  present 
lively  interest,  felt  by  all  classes  of  the  community,  in  the  subject  of  com- 
mon schools,  than  to  any  other  person.  He  has  made  himself  thoroughly 
acquainted  with  the  wants  of  the  State  ;  he  has  visited  every  county,  and 
by  his  writings  and  personal  efforts,  has  roused  public  attention,  to  the  ne- 
cessity of  our  having,  at  once,  an  efficient  school  system. 


ERRATA. 

On  page  4,  line  18,  ior  finished  read  furnished. 
On  page  6,  line  11,  omit  the  word  important. 
On  page  7,  line  24,  omit  the  words  of  course. 


